3/19/2014. EDSIS: Fieldwork Sub-Section. Understanding Entry-Level OTD Doctoral Experiential Component. Panel: Speakers & Affiliation

Transcription

1 EDSIS: Fieldwork Sub-Section Understanding Entry-Level OTD Doctoral Experiential Component Thursday, April 3, 2014 SC 101 AOTA Annual Conference, Baltimore, MD Panel: Speakers & Affiliation Tina DeAngelis, EdD, OTR/L Thomas Jefferson University Mary Evenson, OTD, MPH, OTR/L, FAOTA MGH Institute of Health Professions Andrea Thinnes, OTD, OTR/L Creighton University Beth Ann Hatkevich, PhD, OTR/L The University of Toledo Learning Objectives 1. Understand how the Entry Level OTD Doctoral Experiential Component relates to Accreditation Standards to advance student performance skills and scholarship. 2. Recognize models that Entry-Level OTD curricula are using to support student learning and planning for this unique type of experience (that differs in comparison to Level II fieldwork). 3. Appreciate academic programs approaches for educating and recruiting sites, along with providing supports to students and site mentors. 1

2 A Look at the ACOTE Standards... Doctoral-degree-level Educational Program ACOTE 2011 Standards: Definition C.2.0. DOCTORAL EXPERIENTIAL COMPONENT The goal of the doctoral experiential component is to develop occupational therapists with advanced skills (those that are beyond a generalist level). The doctoral experiential component shall be an integral part of the program s curriculum design and shall include an in-depth experience in one or more of the following: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, or theory development. C.2.0. Doctoral Experiential Component The student must successfully complete all coursework and Level II fieldwork and pass a competency requirement prior to the commencement of the doctoral experiential component. The specific content and format of the competency requirement is determined by the program. Examples include a written comprehensive exam, oral exam, NBCOT certification exam readiness tool, and the NBCOT practice exams. Ensure that the student is mentored by an individual with expertise consistent with the student s area of focus. The mentor does not have to be an occupational therapist. 2

3 Entry-Level OTD History and Background Introduction: History & Background Occupational therapy has made a significant stride in implementing an educational policy mandating postbaccalaureate level entry. Yet that move is probably insufficient to assure the long-range viability of the profession to serve society. A research based degree, such as a PhD, in occupational therapy does not necessarily emphasize the development of clinical skills. Rather, it emphasizes the preparation of an academic and/or independent researcher. Occupational therapy is at a critical juncture (DeAngelis, 2006, p. 69, Reistettter & Royeen, 2001, p. 3, Peyton & Pierce, 1999, p. 70) Professional Doctorate Programs A brief historical review of medical and other allied health professions trajectories can assist occupational therapy to make informed decisions regarding the future of the profession. The histories of the professional doctorates of medicine, dentistry, pharmacy, psychology and nursing are replete with implications for OT s professional doctorate. By grounding our deliberations in the historical perspective offered by the experiences of other fields, we are provided with a broader context within which to reflect on the important decisions ahead in OT education. (Peyton & Pierce, 1999, p. 70) 3

4 Brief history of OT a natural progression to the Entry-Level OTD 1999: Impact of Resolution J -Decided upon by the AOTA s representative assembly All OT programs be offered at the postbaccalaureate level by January 2007 Currently, in 2014: 2 routes of entry for practice Entry-Level Masters Entry-Level OTD 1 st program st program The Maturing of the Profession The OT of the future should be equipped to enter emerging and innovative practice areas demonstrate diverse practice competencies in order to traverse health care systems, policy, leadership and academic venues interact with stakeholders to support global/international initiatives collect data and report on evidence-based outcomes continue educational pursuits in multiple arenas These features will increase the profession s long range credibility and viability. (Krutis, 2002, p.22) Purpose of Graduate Education Traditional: Descriptive Guide to Occupational Therapy Education (AJOT, 2007) 1) Character formation 2 Development of college teachers 3) Preparation for research & scholarship 4) Allowing graduates to enter the work setting to disseminate their research skills to practice Now: OT must produce clinicians with: - autonomous practice skills - refined practice competencies Evolving from mentored advanced clinical experiences (Coppard & Dickinson, 2007, p. 674) 4

5 2017: Centennial Vision We envision that occupational therapy is a powerful, widely recognized, science-driven, and evidence-based profession with a globally connected and diverse workforce meeting society s occupational needs. Eight elements viewed as relevant to a shared vision include: 1. Expanded collaboration for success 2. Power to influence 3. Membership equals professional responsibility 4. Well-prepared, diverse workforce 5. Clear, compelling public image 6. Customers demand occupational therapy 7. Evidence-based decision making 8. Science-fostered innovation in occupational therapy practice Where is the OT Profession NOW? - Accredited OTD entry - level doctoral programs Entry-level OTD programs with developing program status/candidacy 5 5 Accredited entry-level master s programs 146 Entry-level master s programs with developing program status/candidacy 8 Accredited OTA programs 168 OTA programs with developing program status/candidacy 22 Entry-level OTD applicant programs 8 Entry-level EMOT applicant programs 9 OTA applicant programs 32 Total = 18 Total = 163 Total = Entry-Level OTD Curricular Integration: Doctoral Experiential Component 5

6 Language: What Do We Call It? Professional Rotation, Creighton University Capstone Experience, The University of Toledo Doctoral Residency, Nova Southeastern & Belmont University Doctoral Apprenticeship, Washington University Doctoral Research or Project, University of the Sciences Different Names for Different Programs! Doctoral Specialty Experiential Internship, Pacific University Doctoral Practicum, Salus University Doctoral Experience, Mary Baldwin College OTD Experiential Internship, University of TN, Chattanooga Doctoral Experiential Placement, MGH Institute of Health Professions Conceptualizing the OTD Doctoral Experiential Component within the Curriculum Developing a plan for the Doctoral Experiential Component is embedded within the curriculum, supported by a series of courses Planning typically begins during the 1st year of the program Doctoral Experiential Component occurs after Level II fieldwork is completed, as well as upon successful completion of designated program competencies Dissemination projects can address scholarship Standards and culmination of learning goals/outcomes 6

7 OTD Scholarship & Project Dissemination B Select and apply...statistics and code, analyze, and synthesize qualitative data B Design a scholarly proposal, including research question, literature, sample, design, measurement, and data analysis B Implement a scholarly study B Write scholarly reports (peer-reviewed) B Complete a culminating project, demonstrate advanced knowledge in a practice area (ACOTE Standards, 2011) Curriculum Models CREIGHTON MGH IHP TOLEDO Clinical Education Seminar I Fall 2 (1.5 credits) Clinical Education Seminar II Spring 2 (1.5 credits) OT610 Research Process Spring 1 (2 credits) OT611 Research Process 2 Fall 2 (2 credits) OCCT7310 FW & Prof Dev Sem I Fall 1 (1 credit) OCCT7320 FW & Prof Dev Sem II Spring 1 (1 credit) OTD 574 Professional Competency Summer 2 (1.5 credits) OT612 Research Process 3 Spring 2 (2 credits) OCCT7330 FW & Prof Dev Sem III Summer 1 (1 credit) OTD600 Professional Rotation Spring 3 (16 sem hrs) OTD601 Capstone Spring 3 (1 sem hr) OT810 Prof. Reasoning 4 Integrated Seminar & Synthesis Fall 3 (2 credits) OT885 Advanced Doctoral Exper. Spring 3 (8 credits) OT894 Research 4: Dissemination & Capstone Spring 3 (2 credits) OCCT8340 FW & Prof Dev Sem IV Fall 2 (1 credit) OCCT8350 FW & Prof Dev Sem V Spring 2 (3 credits) Three courses during Spring 3: OCCT8380 Capstone Practicum (6 credits) OCCT8900 Mentored Capstone Dissemination (3 credits) OCCT8910 Mentored Studies in Capstone/or Elective (3 credits) Primary Learning Goals Supervision criteria Comparison of Level II Fieldwork & Doctoral Experiential Component Level II Fieldwork Develop competent, entrylevel, generalist practice skills Currently licensed OT with a minimum of one year of fulltime experience Duration 12 weeks 16 weeks Doctoral Experiential Develop advanced skills (beyond a generalist level) in one or more areas Mentor with expertise consistent with the student s area of focus, along with faculty advisor. Mentor does not have to be an OT Evaluation AOTA FWPE Individualized learning contract with specific objectives, plans for supervision, and responsibilities of all parties 7

8 Planning for the Doctoral Placement Policies and Procedures Procedures and Timelines for Planning a Student Experience Students have specific courses dedicated to the development of the doctoral experiential component In class meetings and individualized or small group student: instructor meetings throughout the semester Within the course, the student designs his/her personal mission statement, learning objectives, learning activities, and evidence Students Choose One or More In-Depth Focus Areas: 1. Clinical Practice 2. Research 3. Administration 4. Leadership 5. Program and Policy Development 6. Advocacy 7. Education 8. Theory Development 8

9 What is Covered in the Planning Course? Conceptualize the Learning Contract Review of Bloom s taxonomy and higher level learning objectives Instruction on creating a professional mission statement that will guide career trajectory choices in alignment with doctoral program objectives Instruction on concise learning activity creation Individualized discussions on appropriate evidence that will showcase the completion of learning objectives and learning activities What is Covered in the Planning Course? Professional Behavior and Coping Strategies Stress Management planning and Professional Behaviors during clinical experiences Interviewing skills International placements Proposal Approval Proposals include: learning goals/objectives learning activities and methods evidence peer and/or instructor feedback timeline The proposal is refined until it is approved by the instructor of record. Different procedures for various programs, for example: Toledo-receive final approval from faculty & site mentors Creighton- students can then begin contacting a potential site and/or faculty mentor for approval of plan 9

10 Once a Site is Identified Students may investigate and document the site s mission, history, clientele, and existing programming Students must also identify the appropriate site and/or faculty mentor based on the expertise level and match to the area of focus Site mentors: sign an acknowledgement/confirmation form stating agreement to mentoring the student provide the school with a copy of his/her CV or resume, which is what we use to document the site mentor s expertise in the chosen area of focus (ACOTE C.2.4.) Special Process for International Placements Students may complete international placements when: Approved by University s Office of International Programs as being a safe, secure site for Americans to travel to and engage in such activities A current clinical affiliation agreement is in place A faculty mentor agrees to serve as communication liaison A site mentor knows English well for written and verbal communication Special training for international travel completed (safety, medical care, etc.) Creighton s faculty and practitioner mentored/guided experience in the Dominican Republic for 2 ½ weeks Students, Faculty & Mentors Roles and Responsibilities 10

11 Educating Students and Sites Traditional and Emerging Practice Student actualizes his/her own vision No one is wise enough to dictate another's vision What do you want to do, more than anything else? Connections to the student's past and future Broadening and/or/versus deepening Roles of the Site Mentor, Faculty Mentor, and Student Site Mentor Professional at the site of the practicum Provides access to the site, provides the experience Shares wisdom concerning practical and conceptual aspects of OT at site Assists student in applying knowledge to practical situations, developing problem solving skills, and learning practical competencies Provides information, wisdom, guidance, advice and emotional support Minimum of two years of experience in the student s area of interest May have multiple site mentors Roles of the Site Mentor, Faculty Mentor, and Student Faculty Mentor The University of Toledo OT faculty member Maintains regular contact with the student via , meetings, and phone calls Site visits may occur Assures that the experience is consistent with the ideals and goals of the OTD program Participates in the planning process, guides mentored studies, and provides feedback Possible to have more than one faculty mentor 11

12 Roles of the Site Mentor, Faculty Mentor, and Student Student Main responsibility for selecting and contacting the potential site mentor Student affiliates primarily with a mentor at a site (opposed to affiliating with an institution) Student interviews and chooses a faculty mentor Student has chosen and planned a course of hands on involvement, study and productivity in a meaningful area Maintain log of hours and obtain site mentor signature Dissemination Projects Examples from the University of Toledo OTD Program Types of Dissemination Projects/Evidence Case study Program Development Plan Program Modification Course Development Advocacy Via Professional Journals Advocacy at the Organizational Level Research 12

13 Case Study Student carries out and follows up on OT intervention on one or more clients Written in journal format MUST be innovative and creative (pt/client, eval, intervention) Site mentor must be OT and an Affiliation agreement in place Program Development Plan Student develops a new OT program after conducting a needs assessment Must complete preliminary work in the programmatic area in OT MOPS VII course Program Modification Major modification in an existing program Implications for changes in related services Needs analysis conducted Expectation of implementation or partial implementation 13

14 Course Development Student develops part or all of a course relevant to OT at the college or university level Engagement in actual instruction can occur Advocacy via Professional Journals Student writes a formal editorial advocating for change Requires conceptual framework and evidenced-based argumentation Advocacy at the Organizational Level Student develops and carries out an advocacy plan designed to enhance services for a particular project 14

15 Research Student plans and carries out an independent research project This is in addition to the required research project Options for Capstone Experience Sites Sites/Population(s) Example Learning Methods Traditional Institutional Sites/Patients Traditional Community Sites/Residents or Students Non-traditional Community Sites/Consumers Professional Organizations/Policymakers or Consumers Educational Sites/Students Research Sites/Research Participants Hospitals/Rehab Unit Outpatient Clinic Nursing Facility Home-Based Care School Community Mental Health YMCA Ability Center AOTA World Health Organization Foundations The University of Toledo Owens Community College Motion Analysis Lab Hospital Community Site Observing/Shadowing, Evaluating/Intervening, Interviewing experts, Mentored readings Observing/Shadowing, Evaluating/Intervening, Interviewing experts, Mentored readings Observing/Shadowing, Interviewing experts, Interviewing consumers, Mentored readings Observing/Shadowing, Project participation, Visiting sites, Attending Professional/Governmental Meetings, Mentored readings Observing, Teaching, Mentored readings IRB Process, Recruitment of Subjects, Data Collection, Data Analysis, Mentored readings Dissemination Site/Population(s) Description of Capstone Case Study Program Development Plan Program Modification Course Development Advocacy Via Prof. Journal Advocacy at Organizational Level Research Brooke Army Medical Center (Burn Unit)/Patient Chippewa Indian Reservation/Saginaw Chippewa Indian Tribe Heartland Rehabilitation/Patients The University of Toledo/Undergraduate Students Bittersweet Farms/Residents at Farm OOTA/Consumers The University of Toledo/ Research Participants Case study of a Marine with bilateral burn injuries to hands & face. Use of non-routine assessments and interventions. Provided therapy staff and administration evidence of positive outcomes from unique approach Development of a care program for family caregivers of the Saginaw Chippewa Indian Tribe Developed a program to prevent re-injury and increase quality of life for those dx. with medial or lateral epicondylitis, through participation in intervention with focus on work conditioning Developed a 3 credit hour course (Purposeful Living: The Role of Occupational Therapy) for students interested in OT. Course also provides students tools for future academic success Advocating for aging individuals with autism Advocating and developing a plan to incorporate state student focused conference in conjunction with the annual state conference Research in conjunction with a company who develops apps for pediatric population 15

16 Summary Profession is at an early stage of implementing Entry-Level Doctor of Occupational Therapy education Exciting innovation and leadership opportunities are emerging for students and graduates who have a Clinical Doctor of Occupational Therapy (OTD) degree The doctoral level of education is creating new demands to be supported in curricula and fieldwork OTD Students create and realize their own professional identity and career direction Acknowledgments EDSIS Fieldwork Subsection Coordinators: Contributing author, Camille Sauerwald, Richard Stockton College of New Jersey Jeanette Koski, University of Utah, College of Health Future Directions Plan to submit CFP for AOTA 2015 Annual Conference to share this information with the community of practitioners and fieldwork educators References Accreditation Council on Occupational Therapy Education (2011). Accreditation standards for an educational program. American Journal of Occupational Therapy, 66, (6), p. S8. American Occupational Therapy Association. Find a School. Retrieved from: American Occupational Therapy Association. History of AOTA Accreditation. Retrieved from: Careers/Accreditation/Overview/History.aspx#sthash.9WwkyGz6.dpuf Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. 16

17 References (continued) Coppard, B.M., & Dickerson, A. (2007). A descriptive review of occupational therapy education. The American Journal of Occupational Therapy 61 (6), DeAngelis, T. (2006). Elite occupational therapists attitudes regarding the entry-level clinical occupational therapy doctorate. Doctoral dissertation, DAI (Dissertation Abstracts International) 67-03B, p Krutis, S. (2002, December 16). Consider doctoral education. OT Practice, Pierce, D., & Peyton, C. (1999). A historical cross-disciplinary perspective on the professional doctorate in occupational therapy. The American Journal of Occupational Therapy, 53(1), Reistetter, T., & Royeen, C. (2001). A needs assessment for doctoral-level education in occupational therapy, Education Special Interest Section Quarterly, 11(1) 1-4. Contact Information Tina DeAngelis Tina.DeAngelis@jefferson.edu Mary Evenson mevenson@mghihp.edu Andrea Thinnes AndreaThinnes@creighton.edu Beth Ann Hatkevich BethAnn.Hatkevich@utoledo.edu Panel discussants. Questions & Answers 17